P^/'J- 



REPORT OF THE CONFERENCE 



OF THE 



President R^' Faculty of Bowdoin College 



WITH THE 



Principals p^^ Assistants of the Secondary Schools 

OF MAINE 



CONCERNING ENTRANCE EXAMINATIONS 



REPORT OF THE CONFERENCE 



OF THE 



President ^^' Faculty of Bowdoin College 



WITH THE 



Principals R^^ Assistants of the Secondary Schools 

OF MAINE 



CONCERNING ENTRANCE EXAMINATIONS 



FEBRUARY 17, 1900 



BRUNSWICK, MAINE 
1900 



70651 



C^f< 



PRESS OF JOURNAL COMPANY, 
LEWISTON, ME. 



PREFATORY NOTE. 



For some time previous to the meeting which is reported in 
this pamphlet, the Faculty of Bowdoin College had felt that the 
radical changes which, from time to time, have heen made in the 
form, if not in the substance, of the entrance requirements have 
led to confusion and, in some cases, misunderstanding in the minds 
of the teachers of the secondary schools concerning the exact 
meaning of the statement of admission requirements which 
appears from year to year in the annual catalogue of the college. 
With these conditions in mind, and in the hope that a general 
conference might be productive of still more important results 
in effecting greater co-operation between schools and the college, 
the Faculty appointed, on January 15, 1900, a committee from 
its members "to take into consideration and report upon the advis- 
ability of inviting the principals and assistants of the secondary 
schools in the State to a conference with the President and 
Faculty of the College, in Brunswick." The committee, after 
consideration, reported unanimously in favor of the plan, and, 
early in February, invitations were sent out in the name of the 
College. The response to this general invitation was most cor- 
dial ; so much so, that the committee felt encouraged to set 
February 17 as the date for the conference. 

Throughout the morning session, the discussion was animated 
and general. It is to be regretted that it was impossible to report 
the proceedings in full, and that, in the early hours of the meeting, 
the names of the delegates were not sufficiently well known to 
those reporting to secure the personal recognition for this report 
which the college would gladly have given. 

In general it may be said that the conference was so successful 
that it is hoped that it may result in similar meetings in 
future years. 

A complete list of the principals and assistants present at the 
conference, together with the schools represented, will be found 
on the last page of this pamphlet. 



PROCEEDINGS. 



The first session of the conference was held in the Searles 
Science Building at 8.30 a.m. Sixty-four delegates were pres- 
ent, representing thirty high schools and academies. 

The conference was opened by President Hyde, who explained 
that the purpose of the meeting was not only to secure a better 
understanding between the secondary schools and the college in 
regard to entrance examinations, but also to secure, if possible, 
for the future a more hearty co-operation in regard to the work 
of preparation for collegie. President Hyde said-that the plan pro- 
posed for discussion was, that each subject required at entrance 
should be taken up in turn and introduced by the instructor at 
the head of the department in college. After this introduction, 
the subject was to be thrown open for general discussion. He 
hoped that all the teachers present would take this occasion for 
an honest expression of opinion ; the college would present its 
side, and it was certainly to be desired that no one should hesitate 
to point out any faults or shortcomings which seemed evident in 
the college examination system. 

The President first introduced Professor Henry L. Chapman 
of the : 

I. Department of English. 

Professor Chapman said: 

The subject of English Literature, without doubt, causes 
considerable disquiet and perplexity' to the teacher in the second- 
ary school. The colleges require it as a part of the preparatory 
course, and, in the colleges that still maintain an entrance exam- 
ination, it is one of the subjects upon which candidates for 
matriculation are examined. This would seem to imply a general 
agreement as to the object to be attained by teaching it ; but this 
is far from being the case. Some treat the subject as if it were 
largely a study of the development of language, tracing the 
history of words, and noting the changes that have taken 



place in the uses of words and forms of expression. Others 
teach the subject as if an important object in studying an 
author were to discover his errors in gramm.ar, his mistakes in 
history, and his plagiarisms and imitations. Still others seem 
disposed to make an appreciation of style, and a knowledge of its 
development, the prime object of English lessons. 

It results from these and other diversities, that there is no 
little doubt as to what is meant, exactly, by the teaching of English 
literature, and as to the particular object which the teacher is to 
aim at. Upon this point differences of opinion will probably 
continue to exist, and the character of examination questions, in 
the different colleges, will vary accordingly. In this college it is 
expected that the pupil will have a familiar and appreciative 
acquaintance with the substance of the books, speeches, essays, 
and poems that have been studied, and that such an acquaintance 
with selected portions of literature will have developed a reason- 
able power of clear and proper expression in writing. 

In teaching a piece of literature, therefore, the pupil should 
be required in the first place to have a good general knowledge 
of the story of what he has read, so as to be able to give it 
intelligently in his own words, in logical sequence, and in due 
proportions. The power to do this does not come by nature, but 
by training and practice. After such a knowledge of the story 
has been acquired attention should be turned to the study of 
character. This, under judicious questioning, will be an inter- 
esting and valuable exercise to the pupils, and the interest will 
increase with a growing power of discrimination. Style should 
be taught, for the most part, indirectly, and there are two ways 
of doing it which may be particularly commended; they are 
reading aloud, and learning by heart. *'Words have their full 
meaning only when they are spoken. And style, imperceptible on 
the printed page and to the untrained eye, has a mysterious but 
enthralling charm when it appeals to the ear." And there is, 
probably, all too little of learning by heart in the study of litera- 
ture. Not to speak of the importance of having the mind stored 
with fine utterances of noble thoughts, if the pupil learns by heart 
chosen extracts from the author whom he is studying, and 



6 

extracts of some length, even whole poems, the pieces so learned 
gain a new meaning, and every phrase will be instinct with ideas 
and emotions never dreamed of when the piece is only read two 
or three times. 

Mr. Chase of Portland said that, in his opinion, the poor 
quality of the work done in the lower schools was responsible for 
the poor work of the candidates for admission in their English 
examinations. 

]\Ir. Allen of Camden spoke of his method of having his pupils 
commit to memory a large number of familiar quotations, partic- 
ularly such quotations as are most commonly heard. The result 
of such work was said to be very successful. 

Several others spoke in confirmation of the excellence of this 
svstem. 



II. Department of Mathematics. 
Professor W. A. Moody said: 

While the aim of the teacher of mathematics should be to 
train the reasoning powers rather than to exercise the memory, 
it is also true that elementary principles must be fixed in mind as 
an essential to further progress. Success w4th classes in pre- 
paratory mathematics is often imperiled by failure to preserve a 
just proportion between these two principles. In algebra as a 
literal arithmetic the pupil finds a review of fundamental opera- 
tions and learns to perform familiar computations with symbols 
instead of numbers. Elementary algebra must be thoroughly 
mastered, but he should become familiar with these processes by 
much example practice, not by memorizing rules. The subject 
cannot be retained in mind as a mass of unrelated chapters and 
sections, but the pupil is well prepared for college only when he 
grasps these prescribed topics as a connected whole. 

We expect the candidate for admission first to be well drilled 
in the elements, but in such topics as the interpretation of positive 
and negative, theory of exponents, discussion of quadratics, 
binomial theorem, and others, he should have made a beginning in 
those processes of general reasoning which form the subject mat- 
ter of algebra in the widest meaning of the term. 



The requirements in algebra may be thus briefly summed : 

The student should be able to reckon quickly and accurately 
and should have attained a certain mathematical maturity suf- 
ficient to enable him to undertake and profit by his college work. 

In almost every Freshman class are found one or more mem- 
bers whose only conception of geometry is that of a series of 
lessons given out to be learned w^ord for word. The difficulty 
must be sought at the very beginning of the study of geometry. 
While we have many excellent modern text-books, some of the 
geometries still in use meet the beginner with several pages of 
unfamiliar definitions. The abstract mathematical figures and 
methods of geometric reasoning are new to him. A remedy will 
be found in a course of observational geometry undertaken at a 
very early stage in the school course. With such an introduction, 
the student on beginning the formal geometry, will no longer 
encounter an entirely unknown field. 

With the demonstration of set propositions the student should 
be constantly exercised in three things, metrical computation, 
actual construction, and original demonstration. The measure- 
ment of common objects and simple models wnll excite and main- 
tain interest. The pupil should draw neatly and with care every 
figure to which the text has reference. The figures of the text 
are not to be copied, merely, but entirely dififerent diagrams 
should be constructed, containing the essential condition. The 
real key to success, however, is in original demonstrations. If 
pressed for time, the teacher can well afford to cut the formal 
text for the sake of more originals. The pupil should be able 
to give a careful analysis of a proposition, distinguishing between 
condition and conclusion of the theorem, giving a clear explana- 
tion of a figure with the necessary construction, stating what in 
particular is to be proved, putting each step of the proof in its 
complete syllogistic form, and bringing the chain of reasoning to 
a clear and definite conclusion. Opinions vary as to the amount 
of time it is desirable to devote to this cumbersome form of 
reasoning, but it is believed that there is no superior educational 
training for eliminating careless observation, slovenly statement, 
and illogical habits of reasoning. 



8 

The opinions of teachers on the following questions are much 
desired : 

Should algebra for admission be made elective ? 

Within your experience, has the average candidate a better 
fit in mathematics now than formerly ? 

Could you voluntarily prepare the better class of pupils in 
solid as well as plane geometry? Can the school course be 
enriched by introducing, for optional work, methods in elemen- 
tary modern geometry and in simple graph drawing ? 

The following questions were given from the floor and 
answered by Professor Moody: 

Why was a boy answering a large number of questions cor- 
rectly conditioned on a single book of geometry, say on book 
IL or IV. ? 

It would never be done. On a poor paper a condition on the 
last two or three books is often given instead of rejecting the can- 
didate on the whole geometry. A condition on one book might 
be given on the presumption that the pupil had never read it. 

Would it not be well to divide the examination paper in 
algebra ? 

There would be danger in this resulting in cutting the matter 
up too fine. 

How can a teacher omit any of the set propositions for the 
sake of originals, when these theorems omitted might come up on 
the examination paper or be necessary to the proof of originals on 
the paper? 

The omission was not advised, of course, under normal 
conditions. If any portion of the requirements was not 
taken, the candidate must run his chance of meeting it, but any 
college examiner would give more credit for power in geometric 
reasoning than for knowing any particular proposition. Origi- 
nals should be based on fundamental propositions. The difficulty 
was in finding a large number of sufficiently easy originals. 



III. Department of Latin. 

Professor IV. A. Houghton said: 

We no longer require specified parts of specified authors, with 
the exception of the second, third and fourth speeches of Cicero 
against CatiUne, which are made the basis of the test in Latin 
grammar and composition. As stated in the catalogue, it is not 
expected that more time or a materially larger amount of reading 
than formerly will be needed, but it is hoped that better results 
will be reached through improved methods of instruction directed 
to more definite ends. These ends are: (a) a mastery of the 
grammar, (b) correctness in composition, both of these being 
subsidiary to the chief end, (c) ability to read at sight. 

As a preparation for the present requirements we recommend 
the preparatory course of study adopted by the New England 
College Commission, or that stated by the Committee of Ten of 
the National Association, or that recently announced by the 
Committee of Twelve of the American Philological Association, 
all of which are essentially alike. A statement of this course will 
be sent, on application, by the Secretary of the Faculty. 

The underlying principle of the requirements is that the aim 
of Latin study is to gain the power of reading Latin. Other 
aims, which in the past may have been made primary, are really 
secondary. We study Latin in order to read Latin. By this we 
do not mean Latin that has been read previously by the student. 
He is to acquire the power of reading with accuracy and readiness 
Latin that he has never seen before. After gaining the profi- 
ciency of those who have studied Latin in a systematic course of 
five exercises a week for three years, the candidate, at his pre- 
liminary examination, is given passages of simple prose and verse 
from Caesar, Nepos and Ovid. Unfamiliar words are explained 
and care is taken to set passages of no more than average diffi- 
culty. Special importance is attached to the grammar questions, 
and to the simple composition as an evidence of grammatical 
knowledge. An excellent showing in grammar will offset 
deficiency in sight reading at the preliminary examination. 

The final examination is entirely similar to the preliminary in 
kind, the important difference being that the final is adapted to 



10 

the proficiency of those who have studied Latin in a systematic 
course of five lessons a week for an additional year. 

Inasmuch as most of the difficulties of the Latin student arise 
from .an imperfect knowledge of the forms, the greatest care 
should be taken that these be thoroughly mastered from the 
beginning. The first year is the most important of the course, 
and the beginners' class should always be in the hands of the 
most competent instructor. The principal parts of the verb are 
of vital importance. No student should be permitted to pass by 
a verb without being able to give its principal parts, and to vary 
it readily throughout. Composition should begin as soon as the 
reading, and be carried on systematically through the course. 
The major part of the grammar work can be done in connection 
with the composition. This grammar drill is not for the sake of 
the grammar, but for that of the reading, and it is the most 
economical use of time in seeking this chief end. 

Oral work, from the first, is also of great value. The pupil 
should hear the regular lessons read by the instructor, who 
should pay especial attention to accuracy of pronunciation and to 
the expression of the meaning through the Latin words, thereby 
impressing upon the pupil the significance of the word7order. 
Such reading of the next day's lesson is especially profitable to 
the class. In sight translation, repeated reading of the same 
passage with full expression is often more helpful to the pupil 
than direct assistance in regard to meanings and constructions. 
As soon as possible the student should be brought to the point of 
reproducing the teacher's accuracy and expression in reading the 
Latin text, great pains being taken, from the start, to correct care- 
less or defective pronunciation. To assist the pupil to the utmost 
no prose text should be used in which the long vowels are not 
marked. Marks on the long vowels should be required in all 
composition exercises. 

No conditions will be imposed hereafter at the preliminary 
examination. The candidate will be either accepted or rejected 
on the basis of his work taken as a whole. As to our practice of 
conditioning candidates, at the final examination, on a single 
speech of Cicero or a single book of Vergil, it may be stated in 



11 

explanation that this method has been resorted to in the interest 
of the candidate. Such a condition in Cicero impHes that his 
prose translation is deficient, and a similar deficiency in verse is 
implied by a condition in a single book of Vergil. The intention 
is to set a definite, reasonable task that will be done with profit. 
Similarly a condition in Latin composition is limited to a thorough 
preparation of a few chapters of Cicero as the basis for English 
sentences to be translated into Latin. This method has worked 
well during the past four years and, when understood, will com- 
mend itself, we believe, to the approval of teachers. 

Roman history forms an important part of the Latin require- 
ments. A careful study of Allen's Outlines, or of the manuals 
of Pennell or Myers, is recommended as an adequate preparation. 

Mr. Chase of Portland said the error of the present method 
of instruction was that translation was made the chief object to 
be obtained ; grammar was neglected, until it had to be used for 
translation. He objected to the form of examination papers now 
sent. He would suggest a paper divided as follows : first, 
passage for form ; second, passage for sight-translation ; third, 
pure composition. Furthermore, definite time should be given 
for the different parts of the paper. Then, if a student fail in 
grammar, he should be conditioned in grammar, etc., etc. He 
believed that the present form of paper gave the student an 
opportunity to misjudge his power ; some are conditioned because 
of slowness of thought, while many take too much time on first 
questions and do not divide time equally. 

Professor Houghton suggested that principals have power to 
suggest to pupils the order in which questions should be 
answ^ered. He saw no objection, however, to giving the gram- 
mar questions the first place in the preliminary paper. 



IV. Department of Greek. 

Professor F. E, Woodruff said: 

There are many problems of mutual concern to the colleges 
and preparatory schools, and I welcome any step that is likely to 
lead to closer co-operation. We of the college see your work at 
long range and so vou do ours, but some at least of yoiir diffi- 



Ui^a 



12 

culties we can appreciate. We know that most of you are over- 
worked, that you have both too many and too large classes, that 
your recitation periods are too short, and that at times social dis- 
tractions interfere seriously with your work. If the conditions 
are difficult it is all the more desirable and necessary that the best 
methods be employed. In my department it is a pleasure to bear 
witness to improvement in the recent past in the average pro- 
ficiency , of our candidates for admission. But the need of 
improvement still exists, and in spite of the examinations which 
block the entrance to Bowdoin — examinations which rumor 
sometimes calls severe, students are found in every class who are 
not up to the college standard. The incapables are a very small 
minority, however, and sooner or later they are sloughed off. 
More important is the fact that only a minority come to us with 
a first-class fit. Our interest centers in the majority, the men 
who barely pass, — squeeze through, so to speak — and we earnestly 
desire to see an increase in the number who pass our examina- 
tions with credit. It is our conviction that our requirements in 
Greek are not so high that the average boy with three years of 
good instruction cannot attain unto them. 

The points to be strongly emphasized in preparatory work are, 
in my judgment, these : First, the knowledge of morphology 
must be thorough, otherwise progress in the later stages of the 
work is slow and wearisome. The forms must be well learned at 
the outset, and by well learned I mean intelligently learned, and 
not simply held parrot-like in the memory. In the learning of 
forms the maxim, ''Writing maketh an exact man," is never to be 
forgotten. I have still to learn of any other method that will 
produce equal accuracy. 

Secondly, eye, ear, and vocal organs should be cultivated sim- 
ultaneously. We have depended in the past, and we still depend, 
too much upon the eye. The ear, too, is an avenue to the mind 
which is not to be despised, and a vital connection ought to be 
established in the new language as soon as possible between the 
mind and the organs of speech. In this three-fold discipline 
there is greater variety and consequently heightened interest, and, 
best of all, the mind fastens to words, forms, and idioms with a 
triple gripe, which ensures more lasting results. 



1^ 

Thirdl}^, composition is not yet appreciated as a means of 
acquiring a vocabulary, and thoroughly familiarizing the pupil 
with forms and syntax. At least once a week there should be a 
written exercise, and every day a few minutes should be spent in 
oral practice. In this work the lesson of the previous day can be 
restudied from a new point of view, — the only kind of review that 
is likely to be fruitful. 

Fourthly, reading at sight is the best discipline to supplement 
composition work. Both these methods require of the pupil 
close, hard thinking, and anything is good for the pupil that will 
make him think. On the part of the teacher the reading at sight 
is essential, because by it he is sure to find wherein the pupil's 
knowledge is deficient or mistaken ; and, furthermore, it gives 
the teacher his best opportunity to inculcate right methods of 
study. On the part of the pupil reading at sight is indispensable, 
because in no other way can he be so well taught to rely upon his 
own resources, which is the sine qua non for the development of 
power. It can be said, too, without qualification, that nothing 
stimulates the pupil so much as the growing consciousness of 
power. 

Although no teacher can lay down a precise program for 
another, and every successful method must be the product of the 
teacher's own thought and experience, I believe that the points I 
have mentioned mark the path which must be taken by instruction 
in Greek, if it is to increase in effectiveness. 

One delegate asked whether poetry might not be omitted 
from the preparatory work. 

Prof. Woodruff answered that a large majority of teachers 
are strongly opposed to leaving out Homer from the preparatory 
/course. 

Mr. Sampson of Saco asked how much time should be given 
to study of Homeric words? 

Prof. Woodruff said he thought that particular attention 
should be given to Attic forms. Homeric forms should be 
learned only as far as needed. 



14 

V. Department of Modern Languages. 
Professor Henry Johnson said: 

The college work in French at present is perforce largely 
elementary ; that is, only a small proportion, less than ten per cent, 
of the whole number, offer French for admission. This condition 
obliges the college to continue its established policy of teaching 
the elements of the language to those entering, handicapped as 
they are by beginning the work on the average six years too old. 
The college instruction is then modified to meet the condition, and 
must lay stress on that work in French suited to the mind of the 
average college student. The fitting school alone is able to give 
the pupil a proper start at the right age, to lay a foundation on 
which the college can build. The time usually allotted to the 
study of French in schools is sufficient to fit a pupil for college in 
that as a major study; but owing to the great diversity in the 
requirements of various colleges, the work lacks system and 
necessarily results in unorganized information in the pupil's mind. 
It would be of great value to both school and college, if some 
system of uniform work for general college preparation could be 
arranged on the basis of the valuable recommendations of the 
Committee of Teachers of the Modern Languages Association. 
It is especially to be desired that teachers shall be relieved from 
dealing with such masses of miscellaneous text and shall be able 
to direct their efforts to simpler problems well conceived and 
systematized. 

Professor G. T. Files said: 
- All that has been said in regard to French applies equally to 
German, except that the preparatory work in the latter language 
is in even more unsatisfactory state than in the former. What^ 
we need in the State is earnest, organized effort to promote the 
study of modern languages. But until such organization can be 
effected, it is perhaps best that the college catalogue should state 
with more definiteness the amount and character of the prepara- 
tory work demanded. 

To those teachers who are seeking for a standard and 
guide for the college preparatory work in German, no better 



15 

assistance can be offered than the Report of the Committee of 
Twelve of the Modern Language Association of America,"^ which 
contains not only an excellent discussion on methods of instruc- 
tion, but also, three graded courses with amount and subjects best 
fitted for the work in each. The so-called intermediate course is 
practically the one required by this college for entrance. 

In general it may be said that it is not so important what texts 
are used, so long as they are carefully graded and conform to some 
general and systematic plan of preparatory work. 

Mr. Cole of Bath spoke of the difficulty of introducing modern 
languages into the preparatory schools. 

Mr. Snow of Yarmouth said that the teachers do not know 
what the colleges want. 

Mr. Perry of Westbrook Seminary stated that, in his belief, the 
colleges of the State should require French or German on 
entrance. 

Prof. Johnson said he feared that the fitting schools feel now 
that they are pressed too hard. The college hesitates to add to 
its requirements under these conditions. 



VL Department of Chemistry. 

Professor Robinson said: 

Our catalogue states very definitely the ground to be covered, 
but in reference to the chemistry it is not fully satisfactory, and I 
hope it can be changed for the better soon. What is wanted is 
not the matter of the text-books, but something more practical. 
The properties of the chemical elements are not so important as a 
knowledge of their commonly occurring compounds. Free 
elements rarely occur in nature, and very little time should be 
spent upon those which are not so found. The general order of 
procedure may well be as follows : 

1st. Carefully teach what an element is, and illustrate by 
some common ones. Learn the fifteen most common by name. 

*The advance sheets of this Report of the Committee on Modern 
Languages may be had by applying to the United States Bureau of Educa- 
tion. Washington, D. C. 

The Report is also to be published in pamphlet form by D. C. Heath 
& Co., of Boston. Sold at a merely nominal price to cover cost of 
printing. 



16 

2d. Show how they combine with each other, and hence why 
so few are free in nature. 

3d. Illustrate the obtaining of the elements from compounds 
by commercial processes. This involves heat and sublimation, 
oxidation and reduction. 

4th. Teach how compounds are formed and classified into 
acids, bases and salts, and have these made. 

5th. Teach solution, crystallization, quantitative preparation 
of compounds, evaporation, distillation, and connect them with 
natural processes. 

6th. Reserve matters of theory to the latter part of the 
course. Chemical teaching which does not involve laboratory 
work is of little value, but the work should always have a definite 
point to it, which should be made clear in the class-room. 

Each one of the sections given can be elaborated as a teacher 
has time and facilities, but no one should be encouraged to present 
chemistry as part of a college fit who has not been able to do a 
large amount of laboratory work. Professor Robinson said he 
hoped that any teacher who had students proposing to offer 
chemistry as a part of their fit for Bowdoin would communicate 
with him as early as possible and he would advise as to books and 
methods more in detail. 



The morning session closed at 12.30. An hour was given for 
the inspection of the college buildings, at the end of which time 
the guests and members of the Faculty took cars for New 
Meadows Inn, where a dinner was served. 

After the dinner, President Hyde called upon several of the 
guests for informal remarks. 

Principal A. E. Chase, of the Portland High School, the first 
speaker, said he believed that the time was coming when all the 
colleges would be in perfect agreement in regard to entrance 
requirements. Until such uniformity could be effected, the duty 
of the fitting schools was to teach all the subjects equally well. 

He believed that the Greek and Roman History papers 
should be combined with the rest of the preliminary or final 
papers in Greek and Latin. 

Principal J. F. Moody, of Edward Little High School, who 



17 

was introduced as the Nestor of the Maine fitting schools, said 
that he felt like taking exception to President Hyde's remark 
that we, in Maine, are somewhat separated from the center of 
educational influences ; location should not and, he believed in 
our case, does not influence the efforts of the teachers. Mr. 
Moody also took exception to Mr. Chase's remarks in the 
morning session, that the teachers of the lower grades are 
responsible for much of the poor work in fitting schools. 
No teachers are doing better work than those in the lower grades. 
Mr. Moody was firm in his belief that the work of the fitting 
schools should be adapted to the needs of the colleges in general. 

Principal G. H. Libby, of the Jordan High School, said that it 
was a step in the right direction for the teachers of the secondary 
schools to meet and come to an agreement with the colleges and 
college professors. He said he had received more help from 
the day's meetings than from all the teachers' conventions he had 
ever attended. Mr. Libby's main suggestion was that the time 
allowed for examinations should be lengthened. Some men are 
slow in expressing themselves ; the boy should be allowed what- 
ever time he needs. It is certainly undesirable to accelerate the 
work of the average student. Mr. Libby likewise disagreed with 
the custom of conditioning in parts of subjects. 

Principal F. W. Johnson, of the Coburn Classical Institute, 
said that the fittins: schools have felt at all times that they were 
being crowded. A better understanding between the fitting 
schools and colleges could not be other than beneficial to both 
parties. He said that his criticism, if he had any, was that a 
standard is held over the fitting schools which the colleges do not 
have above them. Another possible criticism was that the college 
examinations are rather formidable and appalling. He sug- 
gested that, to obviate this, the papers be divided and that a 
specified time be given for each part. ' 

Professor William MacDonald was then called upon to speak 
for the college. He said he was also impressed with the constant 
pressure which the colleges exert upon the fitting schools; but 
he is more and more impressed with that which is brought upon 
the college by the educated classes. The pressure brought by 
public opinion has effected great changes in the work in science 



18 

and language. Then, too, the college feels a constant pressure 
on the part of the universities. 

The most unfortunate phase of our educational system is that 
the college and preparatory schools have been going their own 
way. This is not right; the college and preparatory school 
should work hand in hand. This is the only way to accomplish 
the most beneficial results. All important questions should be 
submitted to such conferences as this. 

Principal C. F. Cook, of the Augusta High School, was the 
next speaker. He said the present meetings had been beneficial 
in two ways ; first, the teachers had learned the feelings of the 
professors of the college in regard to entrance requirements, and, 
second, the college instructors had come to know the feeling 
of those who are fitting their students. The benefit is mutual 
and equal. The increase in requirements has brought perplexity. 
He certainly wished that the courses in English and History 
might be improved. A great step in advance would be made if 
the preparatory course in English and History might be made 
so definite by the college that it might be used for all the pupils 
in the fitting schools instead of those merely wdio propose to go 
to college. 

Mr. Cook also spoke in favor of lengthening the time allowed 
for examinations, and further siiggested that the requirements 
might be put in form of units. Then the teacher could select 
and do as he chose. 

. Principal E. P. Sampson, of Thornton Academy, said that he 
was of the opinion that the teachers had better acknowledge that 
there is chance for improvement ; and the thing to do is to work 
kindly with the schools below in order to bring up the standard. 
The only way to act is to take the pupils as you find them, then 
work with them as conscientiously and faithfully as may be. 

Mr. Sampson spoke strongly in favor of sight-reading as 
:an educational force. He, personally, takes every occasion 
to put in a few moments for this work. He also hoped that the 
college will continue to condition in part rather than as 
a whole. Speaking of the requirement in English, Mr. Sampson 
said that the college requirements had raised the standard of the 



19 

work in this branch one hundred per cent, in his school ; that the 
college requirements in various other branches had worked in a 
correspondingly favorable manner. The very fact that the col- 
leges required these was sufficient to stimulate the efforts of 
teachers and pupils alike. 

Principal H. E. Cole, of the Bath High School, took as his 
theme the general question of college examinations. He was 
heartily in favor of them both as an incentive to good work and 
as an honest test of the ability of the students. For his own part 
he wished that there might never be such a thing as a certificate. 

Principal B. P. Snow, of the North Yarmouth Academy, spoke 
in terms of appreciation of the steps which the college had taken 
in inviting the teachers of the secondary schools to this general 
conference. He called upon the guests to express their apprecia- 
tion by a rising vote. 

Principal H. W. Dutch, of the Hallowell High School, spoke 
in regard to History as an optional entrance requirement. He 
felt that United States History and Civil Government should be 
taught in every high school, and made required subjects. Xhe 
same is also true of English History. Mr. Dutch believed that 
United States History and Civil Government are fundamentally 
necessary to a liberal education. 

He also believed in the college allowing the different subjects 
of the entrance requirements to count as points or units ; in other 
words, to allow conscientious work on the part of students in 
other branches than those named in the entrance requirements, to 
count toward entrance work for admission. Thus men who 
decide late to go to college would not be barred out, as is now 
the case. 

Professor L. A. Lee, who was the last speaker of the after- 
noon session, gave expression to the pleasure which the college 
felt in being able to entertain, even thus informally, the teachers of 
the secondary schools. He felt thoroughly convinced of the value 
of such a gathering for both parties concerned, and trusted that 
this meeting would be but a beginning of such events both here in 
Brunswick and elsewhere throughout the State. 

The afternoon session closed at 4 p.m. 



)[IN ^5 1900 



20 



LIST OF SCHOOLS REPRESENTED IN THE CONFERENCE, WITH 
REPRESENTATIVES PRESENT. 



Edward Little High School, Auburn. 
J. F. Moody, Principal. 
H. R. Eaton, Assistant. 

Cony High School, Augusta. 
C. F. Cook, Principal. 
Ethel Elizabeth Farr, Assistant. 
Alice S. Reynolds, Assistant. 

High School, Bangor. 

Henry Kirke White, Principal. 
Frank H. Damon, Assistant. 
William O. Sawtelle, Assistant. 

High School, Bath. 

Herbert Elmore Cole, Principal. 
Grace Evelyn Goudey, Assistant. 
J. W. Lambert, Assistant. 
Bertha Louise Soule, Assistant. 
Annie Torrey, Assistant. 

Bridgton Academy, North Bridgton. 
C. C. Spratt, Principal. 
Edwin V. Spooner, Assistant. 

High School, Brunswick. 
Charles Fish, Principal. 
Edna M. Chandler, Assistant. 
Caroline N. Potter, Assistant. 
Mary W. Sandford, Assistant. 

High School, Camden. 

Chester B. Allen, Principal. 
Bridge Academy, Dresden Mills. 

Francis A. Hamlin, Principal. 
High School, Freeport. 

William O. Hersey, Principal. 

Evelyn H. Davis, Assistant. 

Grace L. Dolley, Assistant. 
Fryeburg Academy, Fryeburg. 

Ernest Roliston Woodbury, Prin- 
cipal. 

High School, Gorham, 

Willard W. Woodman, Principal. 
Sarah E. Ridlon, Assistant. 

High School, Hallowell. 

Herbert W. Dutch, Principal. 

High School, Kennebunkport. 

Herbert O. Clough, Principal. 
Maine Wesleyan Seminary, Kent's 
Hill. 

Arthur H. Nason, Assistant. 

Jordan High School, Lewiston. 
George H. Libby, Principal. 
Ethel Cummings, Assistant. 



Kate A. McVay, Assistant. 
Lela C. Murdock, Assistant. 
Mary Abigail Stevens, Assistant. 

Limerick Academy, Limerick. 

William Harthorne, Principal. 

Monmouth Academy, Monmouth. 
W. S. Masterman, Principal. 

Lincoln Academy, Newcastle. 
G. H. Larrabee, Principal. 
Mabel T. Jordan, Assistant. 
Dora E. Roberts, Assistant. 

High School, Oldtown. 

Harry T. Watkins, Principal. 

High School, Portland. 

Albro E. Chase, Principal. 
L. L. Cleaves, Assistant. 
Harold W. Loker, Assistant. 

Westbrook Seminary, Portland. 
O. H. Perry, Principal. 

Thornton Academy, Saco. 

Edwin P. Samson, Principal. 

High School, Skowhegan. 

Charles W. Marston, Principal. 

High School, South Portland. 
R: A. Parker, Principal. 

High School, Topsham. 

John A. Cone, Principal. 

Coburn Classical Institute, Watervillc; 
Franklin W. Johnson, Principal. 
Mrs. F. W. Johnson, Assistant. 
Helen F. Plaisted, Assistant. 
Henry R. Spencer, Assistant. 

High School, Westbrook. 
.^ F. W. Freeman, Principal. 

Louise W. Danielson, Assistant. 
Sarah C. Edwards, Assistant. 
Fanny E. Lord, Assistant. 

Wiscasset Academy, Wiscasset. 
Charles S. Sewall, Principal. 
Frank W. Jackson, Assistant. 

North Yarmouth Academy, Yarmouth. 
B. P. Snow, Principal. 
Ellen F. Snow, Preceptress. 
L. Florence Holbrook, Assistant. 

High School, Yarmouth. 

Herbert M. Moore, Principal.- 



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